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Graduate nurses' conceptualization o...

Gardner, Sandra M.

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Graduate nurses' conceptualization of critical thinking and perceptions of classroom strategies that foster critical thinking.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Graduate nurses' conceptualization of critical thinking and perceptions of classroom strategies that foster critical thinking./
Author:	Gardner, Sandra M.
Description:	146 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0380.
Contained By:	Dissertation Abstracts International65-02A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3122901
ISBN:	0496702157

Graduate nurses' conceptualization of critical thinking and perceptions of classroom strategies that foster critical thinking.
Gardner, Sandra M.

Graduate nurses' conceptualization of critical thinking and perceptions of classroom strategies that foster critical thinking. - 146 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0380.

Thesis (Ed.D.)--University of Missouri - Saint Louis, 2004.

The primary purpose of this study was to examine nurse graduates' perception of teaching methodologies or techniques that contributed to their critical thinking abilities in order for the graduate nurse to successfully master the National Examination for Registered Nurses (NCLEX-RN).

ISBN: 0496702157Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Graduate nurses' conceptualization of critical thinking and perceptions of classroom strategies that foster critical thinking.
LDR:03402nmm 2200325 4500 001 1842911
005 20050928072452.5
008 130614s2004 eng d
020 $a 0496702157
035 $a (UnM)AAI3122901
035 $a AAI3122901
040 $a UnM $c UnM
100 1 $a Gardner, Sandra M. $3 1931155
245 1 0 $a Graduate nurses' conceptualization of critical thinking and perceptions of classroom strategies that foster critical thinking.
300 $a 146 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0380.
500 $a Chair: John A. Henschke.
502 $a Thesis (Ed.D.)--University of Missouri - Saint Louis, 2004.
520 $a The primary purpose of this study was to examine nurse graduates' perception of teaching methodologies or techniques that contributed to their critical thinking abilities in order for the graduate nurse to successfully master the National Examination for Registered Nurses (NCLEX-RN).
520 $a Three questions were identified for research purposes that investigated nurse graduates' conceptualization of critical thinking and the perceptions of classroom strategies that fostered their critical thinking. They are: (1) Which educational technique(s) best prepared the new nursing graduate for critical thinking in practice as a registered nurse? (2) What is the new nursing graduates' perception of critical thinking and is there a difference in perception of an ADN and BSN graduates' response? and (3) Do new nursing graduates' perceptions of critical thinking reflect those of nurse educator's in the Gordon (1995) study?
520 $a Two hundred questionnaires identifying the demographic and self-reporting information along with a critical thinking survey was delivered to 10 area hospitals. An analysis of the 90 returned questionnaires for a response rate of 45% revealed the following: Research question (1) reported that lecture, case studies, reading and multiple choice questions were ranked highest as teaching techniques that best prepared the new graduate for practice. Research question (2) revealed that the new graduates correctly identified the 19 attributes of critical thinkers, and that ADN graduates agreed with the BSN graduates in all areas but with a slight difference in that they agreed more strongly in one area, "diligently seeks relevant information." Research question (3) compared new graduates' perceptions with perceptions of nurse educators and the basic analysis revealed that in 9 of 14 areas, the responses of the new graduates were significantly different from that of the educators.
520 $a Recommendations for further study would be that future research is indicated to include direct observations and reporting of ADN and BSN nurse graduates in a qualitative study to determine if differences in critical thinking attributes exist. Another recommendation is that more qualitative studies be conducted to examine how the lecture format reflects critical thinking in the classroom and what new nurse graduates perceive as contributing to their critical thinking abilities.
590 $a School code: 0481.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Health Sciences, Nursing. $3 1017798
650 4 $a Health Sciences, Education. $3 1017921
690 $a 0516
690 $a 0569
690 $a 0350
710 2 0 $a University of Missouri - Saint Louis. $3 1017796
773 0 $t Dissertation Abstracts International $g 65-02A.
790 1 0 $a Henschke, John A., $e advisor
790 $a 0481
791 $a Ed.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3122901